| Reporting Organization: | Right To Play International |
|---|---|
| Total Budget ($CAD): | $ 6,961,718 |
| Timeframe: | October 1, 2021 - December 31, 2023 |
| Status: | Implementation |
| Contact Information: |
Pauline Callens [email protected] |
| Lebanon - $ 1,601,195.14 (23.00%) | |
| Tanzania, United Republic of - $ 1,392,343.60 (20.00%) | |
| Uganda - $ 1,392,343.60 (20.00%) | |
| Pakistan - $ 1,322,726.42 (19.00%) | |
| Sierra Leone - $ 905,023.34 (13.00%) | |
| Ethiopia - $ 278,468.72 (4.00%) | |
| Education (85.00 %) | |
| Mental Health (15.00 %) | |
The Building Back Better Project will build on a previous successful contribution to the COVID-19 response and will aim to strengthen the impact of learning through play amongst parents, caregivers, teachers, children, and Ministries of Education. We are doing this through two parallel lines of work. In partnership with the LEGO Foundation in 2020, Right To Play responded to the pandemic through the creation and distribution of open-sourced resources known as P.O.W.E.R.- Play Opportunities for Wellness and Education Resource, which promote learning through play (LtP) for girls and boys anywhere in the world. Building on the initial success of the response, the current project aims to strengthen the impact of LtP by developing, piloting and delivering open sourced global resources in multiple languages and locations. Moreover, the project aims to build RTP’s responsiveness, impact and sustainability by strengthening our role as a strong LtP technical assistance partner supporting the LEGO Foundation, partners, and Ministries of Education around the world. The project is currently in a no-cost extension period.
| Gender and age: | Adolescent females Adolescent males Adult men Adult women Children, boys Children, girls Under-5 children |
|---|---|
| Descriptors: | Internally displaced people (IDP) Local minority groups Refugees Rural Urban |
| Total Direct Population: | 54,387 |
| Total Indirect Population: | 65,000 |
| 1 | Training: Improved capacity of coaches to lead music for emergencies sessions (Lebanon) |
| 1 | Workshop: Children regularly attend PACT sessions (Lebanon and Pakistan) |
| 1 | Training: Facilitators have improved capacity to delivery psychomotor activities (Lebanon) |
| 1 | Training: Improved knowledge of LTP among parent educators (Uganda and Tanzania) |
| 1 | Training: POWER training curriculum delivered to teachers and other education stakeholders for large-scale use in the country (Pakistan & Ethiopia) |
| 1 | Training: Provide technical assistance on learning through Play for primary schools (Sierra Leone) |
Increased access to Learning through Play amongst parents, caregivers, teachers, and children, as well as Ministries of Education, other Lego Foundation partners and CSOs. Expected results:
-Children have improved learning and psychosocial wellbeing because of access to LtP and psychosocial support opportunities at home, in the community or at school.
-Parents, parent community leaders, children and teachers have increased preparedness, attitudes, and knowledge to support children’s psychosocial wellbeing and learning through play.
Improved capacity and organizational readiness of Right To Play to provide technical assistance on the integration of LtP to ministries of education. Expected results:
-Development of resources and tools to support Ministries of Education including Sierra Leone to integrate learning through play in primary education.
-Teachers have the increased skills and knowledge to implement learning through play activities.
-Teachers and children can create positive learning environment in schools through implementation of learning through play activities that focus on collaborative play.
Over the course of 20 months, from October 2021 to June 2023, the project’s achievements were made possible through the strong and strategic partnership between RTP and the LEGO Foundation. Throughout the implementation, an impressive number of over 1.8 million children were reached directly and indirectly through 10 active RTP projects and various partnerships. The P.O.W.E.R. resource, in particular, showcased significant positive impacts on children’s learning and psychosocial wellbeing. It also proved to be an empowering tool for teachers and communities, fostering the integration and utilization of collaborative play on a global scale;
In Pakistan, P.O.W.E.R. games reached 740 teachers and 31,995 children of 60 government schools and 24 CSO partner schools in Karachi, Islamabad, Kandhkot and Jamshoro from January 2022 to June 2023;
In Tanzania, Play to Grow was implemented in 50 ECD centres across four districts: Ubungo (Dar es Salaam), Serengeti (Mara), Kibondo and Kasulu (Kigoma). Across these three regions, 150 Parent Educators were selected and trained on the Parenting Education Resource. In Kigoma, the project targeted host community. Play to Grow transformed home environments, increasing the variety of play materials in houses and enhancing all-round family atmospheres from 28% to 92%.
In Uganda, The intervention impacted the parents of children in 41 ECD centres across the three locations (18 in Adjumani, 18 in Isingiro and 5 in Kampala). A total of 82 parent educators were selected and trained. Play to Grow also transformed home environments, increasing the variety of play materials in houses and enhancing all-round family atmospheres from 47% to 73%.
In Ethiopia, 100% of teachers reported that the P.O.W.E.R. training improved their understanding and ability to facilitate collaborative play. 96% of teachers reported it as a very helpful or helpful for supporting collaborative play. 63% of students were observed to have opportunities to lead their learning and 75% had the opportunity to make decisions during play-based learning.
In Lebanon, the M21 program trained 19 Adult Facilitators through 10 one-hour sessions with 430 children. The pilot was implemented in eight community centres across Beirut. Children enjoyed participating in M2I (96%) and found the activities interesting (92%). The M4E program trained 92 Adult Coaches and 2463 children. The pilot was implemented in 24 community centres in Beirut, Lebanon.
In Sierra Leone, 4 pilot schools in two districts (Bo and Port Loko) were supported. Four head teachers built their capacity to support their teachers to create an enabling, playful learning environment and 19 teachers received training. 45 leaders including 19 government officials, 20 school quality assurance officers, and 6 ECD Master Trainers were oriented to play-based learning and involved as program champions and mentors. 811 lower primary school learners benefited from learning through play.
